pbs leadership forum maximizing (y)our investment
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PBS Leadership Forum Maximizing (y)our Investment. Chris Borgmeier, PhD Portland State University [email protected] www.web.pdx.edu/~cborgmei/. Goals of the Leadership Forum. - PowerPoint PPT PresentationTRANSCRIPT
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PBS Leadership ForumMaximizing (y)our
Investment
Chris Borgmeier, PhDPortland State [email protected]/~cborgmei/
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Goals of the Leadership Forum
Provide training and support related to the critical features of a district and regional infrastructure to maximize PBS efforts, and
Help your district/regional leadership teams develop collaborative district and regional plans to best address the unique needs and challenges to supporting effective PBS implementation in your district/region.
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Recommended Attendees to Leadership Forum
Dx PBS Leadership Team ESD PBS Leadership Team
Curriculum DirectorSpEd DirectorPBS CoachPrincipal (each level)PBS Team Leader (from at
least 1 team)
Curriculum DirectorSpEd DirectorRegional PBS CoachRep from each of the District
PBS Ldrsp teams -PBS Coach & Admin
recommended
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645 schools implementing SW-PBS in Oregon 246 in PBS Initiative (07-08) 31 districts in EBISS
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IMPLEMENTATION of Evidence-Based Practices
“Going to Scale” State Implementation & Scaling Up of
Evidence-Based Practices (SISEP) www.scalingup.org PBS Initiative, EBISS & Oregon RTI are central
components of this grant in Oregon
National Implementation Research Network (NIRN) http://nirn.fmhi.usf.edu/ Implementation Research: A synthesis of the literature
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Why a SYSTEMS Approach to SW-PBS?Moving Beyond “Train & Hope”
TRAIN & HOPE / EXPERT MODEL1) Difficult-to-solve problem is encountered.2) Expert is identified to provide a solution.3) Expert provides or trains the solution.4) Expert leaves and expects school to implement the
solution.5) Lacking supports and capacity, solution is not
implemented effectively.6) School waits for next problem to occur (“expert model”
reinforced). Baer & Stokes, 1977
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“PBS Ghost Towns” &“PBS, That doesn’t work”
Still see posters on the walls w/ school-wide rules Can find some dusty ‘PBS Handbooks’ on the shelves Few stray boxes of Second Step Violence Prevention
OR Partial Implementers
Is there staff participation and buy-in 80% + participation by staff? Do staff & students know rules? Is the acknowledgment system reaching all students? Is a team focused on School-wide PBS programs meeting
regularly to maintain the strength of SW-PBS systems?
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Premise of SW-PBS
The ability of schools to sustain effective and accurate implementation of SW-PBS is largely dependent upon the school district and local/regional supports that are in place.
(extend this logic beyond SW-PBS to any effort to implement evidence-based practices)
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Islands of SW-PBS
PBS Ghost
Towns
PBS Ghost
Towns
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Activity Team Discussion 5 minutes
Are schools implementing PBS/RTI in your district islands?
What supports are currently provided by the district/region to support schools with implementing and sustaining SWPBS/RTI with accuracy?
Time’s Up
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State
DistrictPBS Coach
DistrictPBS Coach
DistrictPBS Coach
DistrictPBS Coach
SchoolPBS Team & Team Leader
SchoolPBS Team & Team Leader
SchoolPBS Team & Team Leader
SchoolPBS Team & Team Leader
SchoolPBS Team & Team Leader
SchoolPBS Team & Team Leader
SchoolPBS Team & Team Leader
SchoolPBS Team & Team Leader
PBS Regional Meeting
PBS Regional Meeting
PBSLeadership
Team
PBSLeadership
Team
PBSLeadership
Team
PBSLeadership
Team
Oregon State PBS Implementation Model3/17/2005
Oregon PBS Network Meetings
ESDPBS
Coordinator
ESD PBS
Coordinator
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Primary Prevention:School/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:FBABSP for Students with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
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Definitions Data - information that is used to identify status,
need for change, and effects of interventions
Systems - supports that are needed to enable the accurate and durable implementation of the practices
Practices - interventions and strategies that are evidence based
SYST
EMS
PRACTICES
DATA
OUTCOMES
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PBS Blueprint
The blueprint is intended to prompt & promote durable & expanded use of SWPBS for all students at the individual student, classroom, school, district, region and state levels.
The Blueprint is available at: http://www.pbis.org/tools.htm Click on “Blueprint”
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Overview of PBS Organization Logic
FundingVisibility Political
Support
Leadership Team
Training
Coaching
Coordination
Evaluation
Local School/District Implementations
PBS Coach
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District & Regional Leadership Teams Establishing Commitments
Requires an administrator who understands what is needed and will champion the effort and work for funding
To enable and support the leadership team’s efforts, the PBS implementation must have (a) adequate and sustained funding support; (b) regular, wide, and meaningful visibility; and (c) relevant and effective political support.
Need to plan to establish this funding & political support & plan to maintain it
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Leadership Team Team is developed with representation
from appropriate range of stakeholders (special education, regular education, families, mental health, administration).
Purpose - to provide leadership related to coordinating, training, coaching and evaluating district or regional SW-PBS efforts.
Meet at least Quarterly
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Potential Representatives on District Leadership Team PBS Coach Superintendent/Assistant
Superintendent Instruction and Curriculum Special Education School Psychology and
Counseling School Principal General Education Teacher Parent Transportation Data or Information
Management
Other Potential Participants Multiculturalism and
Affirmative Action Title or Other Related
Initiatives Student Health Dropout Prevention Character Education Alternative Programming
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District PBIS Leadership Team Sherrie Barger, Director of Curriculum Chris Borgmeier, PBIS Allen Browning, Principal Ericka Guynes, District Coach Cyndi Hagey, Title 1 Teacher Barbara Kienle, Director of Student Services John May, Parent and Data Analyst Luan Nguyen, Teacher Jennifer Spencer, Diagnostician Mike Stout, Assistant Superintendent Jan West, Counselor
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Potential Representatives on Regional Leadership Teams Reg’l/ESD PBS Coach
ESD administrators Curriculum & Instruction Special Education
ESD practitioners Behavior Specialists, etc.
District representation PBS Coach &
Administrator from each district
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Team Activity and Tasks Who is on your District/ Regional Leadership team?
Do you have adequate representation on your team? Who might you add? How often do you meet?
Schedule District/Regional Leadership meetings for the year Try to schedule meetings when State Coord/Trainer will be
visiting
Where are you with regard to funding and political support in your District/Region? Just Beginning to establish? Good Start but may require more? Maintaining?
Time’s Up
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PBS implementation activities and structures will vary depending upon a number of factors and influences, including, but not limited to the following:
Size or Number: 35 versus 2100 students, 4 versus 450 staff members, 3 schools versus 250 schools.
Location: urban versus rural versus suburban.
Community or Neighborhood: low versus high social economic status.
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Funding Identify Funding to cover activities for at least 3
years. Establishing accurate and durable implementation of systems
level change efforts usually require at least three to five years.
Stable funding should be secured to support the PBS coordinator and the activities specified in the annual action plan. The following guidelines should be considered when securing funding
To the greatest extent possible, secure recurring support from the general fund. Although grant support can be a useful source of start-up funding, this type of funding may not be sustainable.
Blend support from related behavior initiatives (e.g., Character Education, Safe/Drug-Free, Title, Special Education).
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Funding
Start-up/seed money from state coinciding with grants
Building capacity requires a plan for increasing local responsibility for funding initiativesShow how district/region will take increasing
responsibility for funding initiative and decrease reliance on state funding
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Team Activity/ Tasks
Complete the Self AssessmentPBS Self Assessment if only PBS InitiativeDistrict Systems Support Plan (EBISS)
Turn in Appropriate Self Assessment to David McKay or Scott Ross by Oct. 30th
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Back at 12:45
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Building Capacity through Systemic Supports
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Effective Change requires more than Training Widespread, sustained change rarely occurs
through training alone Especially for secondary/tertiary systems
Focus on building local capacity for supporting school teams
We want to build an infrastructure to maximize the benefits of training Training & Prof’l Dev’t are costly… focus on making
them cost effective
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Overview of PBS Organization Logic
FundingVisibility Political
Support
Leadership Team
Training
Coaching
Coordination
Evaluation
Local School/District Implementations
PBS Coach
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Coordination Coordinator(s) is identified who has
adequate FTE to manage day-to-day operations.
Facilitate Leadership Team meetings Provide coaching to school teams Liaison between schools and Leadership team/
administration Lead Evaluation activities and guide Decision
Making Coordinate training calendar & organize trainings Lead activities to support visibility and political
support
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PBS Coach The engine of the PBS/RTI Effort
Facilitates District/Regional Leadership meetings Liaison between schools & district/ district & region Leads implementation of Coordination/ Coaching/
Evaluation/ Training efforts Primary support to schools or district PBS Coaches
Requires FTE specifically for PBS Coaching efforts Amount of FTE varies depending on number of
schools & other variables
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District Coaches (PBS/Literacy/RTI)
Job is to set school teams up for successTrainingCoordinationCoachingEvaluation
Do those things that will make it as easy as possible for teams to be successful…. ‘Pave the way’
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Team Activity
Discuss the extent (FTE; someone with dedicated time & resources) that you currently have the Coordination capacity.
What action steps can you/should you take to establish/implement/maintain Coordination Capacity?
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Evaluation Develop a process/schedule for assessing (a) extent
to which teams are using SW-PBS, (b) impact of SW-PBS on student outcomes, and (c) extent to which the leadership team’s action plan is implemented.
Build local capacity for Assessment & Decision Making
Regularly report data to appropriate stakeholders in ways that facilitate ease of decision making
Use data to guide decision making at school/ district/ regional level
Train school teams to effectively use data for decision making
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Measuring Implementation Fidelity
www.PBSsurveys.orgSchool-wide Evaluation Tool (SET)Benchmarks of Quality (BOQ)Team Implementation Checklist (TIC) Individual Systems-School-wide Evaluation
Tool (IS-SET)Phases of ImplementationPBS Survey
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School District Average SET scores across all 10 schools
Fall 2002-2006
0
10
20
30
40
50
60
70
80
90
100
% o
f Fea
ture
s Im
plem
ente
d
Fall 2002Spring 20032003-042004-05Fall 2005
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Student Outcome Measures
Office Discipline Referrals (ODRs)Suspension/ExpulsionLRE dataSchool climate Surveys (staff, student)AttendanceAcademic Achievement data
State test scores DIBELs
etc.
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Ravenswood City School District Days of Suspensions per 100 Students/ School Year
2003-2006
0
50
100
150
200
250
300
350
Alt MS MS 1 MS 2 K-8 1 K-8 2 K-8 3 K-8 4 K-8 5 Elem 1 Elem 2 DistrictTotalSchools
Days
of S
uspe
nsio
n pe
r 10
0 St
uden
ts p
er
Scho
ol Y
ear
2003-04
2004-05
2005-06
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School District Average # Referrals per Day
2003-2006
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Alt MS MS 1 MS 2 K-8 1 K-8 2 K-8 3 K-8 4 K-8 5 Elem 1 Elem 2 DistrictTotal
School
Ave
rage
# o
f Ref
erra
ls p
er D
ay
2003-042004-052005-06
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Team Activity
Discuss the extent that you currently have the Systems for Evaluation in Place.Action planning progress Implementation DataOutcome data
What action steps can you/should you take to establish/implement/maintain Evaluation Capacity?
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Coaching To support school team implementation of SW-PBS, an
overt and maintained link is needed between training experiences and actual use the PBS systems and practices.
Plan and Facilitate monthly meetings of School PBS Team leaders to develop an ongoing collective support
Create a regular forum in which Team Leaders can share examples, problem solve, express needs/concerns, etc.
Regular On-site coaching support for school teams
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Team Activity
Discuss the extent that you currently have the Systems for Coaching in Place.
What action steps can you/should you take to establish/implement/maintain Coaching Capacity?
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Visibility/Political Support Dissemination strategies are identified and
implemented to ensure that stakeholders are kept aware of activities and accomplishments.
Leadership team reports to the political unit (school board) at least annually on the activities and outcomes related to student behavior goal.
Regular reports and presentations to organizational leaders and community stakeholders increase visibility, accountability, public relations, and future planning and support.
Include PBS activities in newsletters, websites, etc. Include community representatives on Leadership team
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Training Leadership team has established trainers to build
and sustain SW-PBS practices. To decrease reliance on outside training expertise, the
leadership team should invest in building the capacity to provide training within its own district, region, or state.
Individuals who move into the training role have the following characteristics:
Demonstrated fluency with key concepts/features, practices, and systems of SW-PBS
Participated in full training sequence for school leadership teams, which was led by a competent and experienced PBS trainer
Provided successful training workshops to adult learners Experience with examples of implementation of SW-PBS
practices and systems in multiple schools
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Effective Professional Development High quality, ongoing, well planned PD No drive-by/drive-through/drive-in PD!
Drive-by- shouldn’t be a one shot deal Drive-through – shouldn’t be PD fast food-
we want something that is nourishing for our system!
Drive-in – shouldn’t be solely for entertainment purposes – it should be based on the systems needs
Coaching Provides continuity
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Team Activity/ Tasks
Work on 5 year Action Plan and Budget
Show how your district/region will increasingly take responsibility for local funding to maintain PBS implementation
Turn in Appropriate Action Plan & Budget to David McKay or Scott Ross by Oct. 30th
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Maximizing State Support & Coordination
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Support from State Coordinator/ Trainers Priority #1 – Progress on Action plan to build
district/regional capacity Leadership team Funding Coordination Coaching Evaluation
Priority #2 Training on PBS implementation in school
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Maximizing Support from the State
During visits from state coordinators/ trainersHold a Leadership Team meetingFirst order of business is building capacity
and progress on action planPlan Evaluation, Coaching, Coordination
activitiesAlso plan trainings, but systems first…
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What to expect from State Coordination & Coaching If you are requesting training, I want the coordinators to
ask the following questions:
What data do you have that suggests a need for this training? How does this training contribute to the overall vision for
implementing your district/regional PBS plan? How is the training part of an ongoing, continuing plan?
What follow-up training & coaching will be provided? Remember – no Train & Hope/One and done Local coaching & follow-up
Will the PBS Coach be there so that we are building local training capacity in this area?
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Building Local Capacity
As a State Coordinator/Trainer…
Try not to do things for the District/Region, support them in doing it Give a man a fish…
If you are going to do something for them, the local PBS Coach should be right by your side I Do – We Do – You Do
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Upcoming Coaches Training
Who -– District or Regional PBS Coaches Those people coaching/supporting more than 1 school
When -- Monday, September 29th all day Where -- Corvallis – OSU Alumni Center
Why -- Build skills in: Coordination/ Coaching/ Evaluation/ Training Funding/ Visibility/ Political Support
Contact Leigh Matthews - Bock-- (541) 812 – 2764 [email protected]
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
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Academic-Behavior Message
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District, Regional & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
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Percent of participants achieving the training outcomes at different stages through training
Joyce & Showers (2002)
OUTCOMESKnowledge (thorough)
Skill Demonstration
Use in the classroom/
schoolTheory & Discussion
10% 5% 0%
+ Demonstration/ modeling
30% 20% 0%
+ Practice & Feeback in Training
60% 60% 5%
+ Peer Coaching (ongoing follow-up & support)
95% 95% 95%